Action Research Living Theory

Jack Whitehead and Jean McNiff

Pub. London, Sage Publications 2006

Reviewer: Marie Huxtable, Senior Educational Psychologist, Bathnes, UK

There are many books written about action and practitioner research but this is the first to clearly describe a Living Theory approach. Jack Whitehead has been developing the idea of Living Theory since 1976 and it is this which distinguishes the book from others on practice-based enquiry. It recognises educators not simply as ‘deliverers’ of instruction but as capable of being influential creators of educational theory and knowledge, influencing their own learning and that of others, through researching their own practice whilst articulating the standards of judgement they use to evaluate their work.

Many educators feel disempowered and frustrated by the strictures of measurements that don’t reflect what they value in education. I think they will respond with delight to the idea in the introduction of developing ‘living values as standards of judgment’, which enable us to be accountable in ways we can ground in a reasoned, and reasonable position.

The authors demonstrate the power of the ideas they espouse by using them to write the book as a living theory action research account. As a reader I was swept along with their passion for education in its fullest sense, the accounts they give of how they seek to live those values in their professional practice and their invitation to critically engage with them. In their other books the authors have focused primarily on providing guidance about how to conduct action enquiries and produce credible reports of evidence-based practice. This book introduces the reader to the theories, principles and practices which underpin living theory action research, clearly linking theory and practice, and introducing theorizing as a form of practice.

The authors identify the target audience as ‘those on formal accredited courses and their lecturers, and also for those at a more advanced stage of their workplace enquiries, who wish to engage with ideas about the practicalities of doing action research, and about its theoretical underpinnings.’ This book will obviously become a key reference for advanced practitioners, students and lecturers. However, language and concepts, usually left as the province of academics, are very clearly explained and the extensive examples and references enable me, as a practitioner, to see their relevance to my own practice based research and begin get to grips with them.

For those who believe education is a values based activity and that educators have a professional, and personal, responsibility to research and be accountable for their own practice, and to contribute to improving educational theory, practice and policy in society at large, this book opens a door into new concepts, and ways of thinking and researching that they will relish and, in Jack and Jean’s words:

‘With such attention, we are convinced that practitioner action researchers will demonstrate their capacity to contribute, through educational theory, to the formation of the kind of societies that are the manifestation of the values that honour and sustain humanity.’

GEI Vol 21 Nos 2/3